International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Technology use
Page 3/5
49 items
21
This paper discusses the development and implementation of a technology-supportedstudent teacher performance assessment that supports integration with a larger electronic assessment system. Of the 20 supervisors who were invited to the field test, 18 completed the survey and 8 participated in the focus group. Supervisors were overwhelmingly positive about the experience, the value of the updated assessments, and the ongoing plans to support field observations with mobile technologies. However, issues related to training, support, and trust loom largely for successful adoption, diffusion, and successful use of technology-supported assessments.
Published: 2009
Updated: Oct. 27, 2009
22
In this article, the author evaluates both the challenges and possibilities of helping high school students develop critical research skills. He describes how he used Wikipedia to design classroom activities that address issues of authorship, neutrality, and reliability in information gathering. He concludes that teaching research skills in the contemporary context requires ongoing observations of the research strategies and practices students already employ.
Published: 2009
Updated: Oct. 19, 2009
23
In this article, the authors analyzed the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programs at the University of Sherbrooke. The authors subsequently underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training.
Published: 2009
Updated: Oct. 11, 2009
24
The article analyses the impact of the teaching of an ICT activity by a teacher educator. The authors traced two student teachers' transformations of the ICT activity in lessons during their school practice. They show how tracing the transformation of an ICT activity from a university session to school lessons can make the dilemmas associated with subject knowledge, learning, and pedagogy more visible for teacher educators. The study suggests that ICT creates an additional layer of complexity within teaching while also allowing the process and problems of learning to be more visually evident to a researcher.
Published: 2009
Updated: Aug. 26, 2009
25
In this article, the authors address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results.
Published: 2009
Updated: Jul. 20, 2009
26
In this article, the authors explore the relationship between technology use in school classrooms and a teacher preparation program. The authors describe how teacher candidates learn how to use technology as a pedagogical tool to enhance teaching and learning . They describe technology use in schools, their courses, and their students' field experiences. By modeling technology integration in their course work (based on what they observed in schools) and by collaborating with technology-rich classrooms and teachers, the authors found that teacher candidates became natural users of technology in their student teaching.
Published: 2009
Updated: Jul. 13, 2009
27
In a sequential mixed methods design, the authors sought to examine the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools. The authors' goal was to ultimately describe if change in practice toward a student- centered paradigm occurred.
Published: 2009
Updated: Jul. 06, 2009
28
This paper examines individuals' computing adoption processes through the lenses of three adoption theories: Rogers's innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Therefore, the question this paper seeks to understand is this: Can any one of these theories (or a combination of theories) bring meaning and understanding to why an individual chooses to adopt or reject a particular innovation (and in particular a technology-based innovation)?
Published: 2009
Updated: Jul. 01, 2009
29
The purpose of this study is to develop a scale, the Educational Technology Standards Scale (ETSS), to determine how effectively and appropriately preservice teachers use educational technologies. 460 seniorclass preservice teachers (189 male and 271 female) from six departments in the Education Faculty of Selçuk University in Turkey participated in this scale-development study in the academic year of 2005–2006. Analysis of the findings reveals that the scale (at the national level) helps universities in Turkey evaluate themselves for their education about educational technologies.
Published: 2009
Updated: Jun. 25, 2009
30
Early childhood teacher education methods classes often emphasize the application of developmentally appropriate practices (DAP). In this paper, two contrasting classroom scenarios are provided to illustrate developmentally appropriate technology use (DATU), a new educational term coined by the authors. A five-element framework for guiding teachers toward DATU is explained.
Published: 2009
Updated: Jun. 11, 2009